-- kcby
>Date: Tue, 9 Jan 1996 19:02:56 -0600
>From: Gail Barnes <gbarnes@DSU.DELTAST.EDU>
>Subject: Re: Learning
>To: Multiple recipients of list NETDYNAM <NETDYNAM@SJUVM.STJOHNS.EDU>
>
>Simon, after 25 years as a teacher in the college and university
>classroom, I make it a point to remind myself at the beginning of every
>semester what learning is all about.
>
>When I was 12 I discovered horses. I read every book I could get my hands
>on, vet texts, show judges instructions, breeders digests, and histories
>of everything from the percheron to the Cannamaragh (sp) pony. I nagged
>my father to call in some chits and hung out at stables, from the
>Anheiser-Busch facility in St. Louis to the Santa Anita race track. I bugged
>trainers and jockies, breeders and riders for lessons and information. By
>the time I was through there was nothing about horses that I didn't know,
>including the finish times of every major race winner from 1840's on,
>trotters, pacers and flat track racers. I could ride a cutting horse or
>dressage, identify a bowed tendon or fistula withers, and and position a
>crupper or a martingale.
>
>There was no teacher. There was no syllabus. There was no test. There
>was only a consuming interest in the topic. Does any other kind of 'real'
>learning ever take place?
>
>I always suspect that those who view any activity as non-educational simply
>lack sufficient interest. Perfectly OK by me, by the way. You can't
>structure learning. It is only possible to provide the tools and
>opportunity. Thus we learn that which we are passionate about. We simply
>memorize the rest. Gail.
-- K.C. Burgess Yakemovic Group Performance Systems, Inc. kcby@gpsi.com http://www.gpsi.com"Helping people with people, through technology.... because the "soft stuff" is the _hard_ stuff!"
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